Planning for a block schedule

Overview: The 85-minute block poses a planning challenge to many teachers, especially those used to running a teacher-centered classroom structure in which students learn content through note-taking during lectures. One main benefit of longer class periods is that they give students time to learn new content or skills (through reading or notes) and then practice applying their understanding of the new material in multiple ways before the end of class. 

Still, the question exists: how can I structure my block lessons so that students remain engaged in the learning activities?

The short answer is identify the key components of a learning sequence and backwards plan from the final application task or assessment using these questions:

1. What information do I want students to understand at the end of this lesson?

2. What do I want them to do to demonstrate their understanding?

a) What will the final assessment (of the lesson, of the learning sequence, of the unit) be?

b) How will I check for understanding along the way?

3. What skills do students need to have to demonstrate their understanding of this new information?

4. How will I teach them the information and skills needed for them to have success on the assessment(s)?

a) What activities and protocols make the most sense for this combination of information and skills?